In this article, relations between schools and modernity are analyzed. The central hypothesis is that the success of schools is based on the fact that their proposals have made it possible to put modern education into action, fostering the establishment of a mutual production relation between schools and modernity. Thanks to complex and effective strategies, modern schools have built subjectivities sharing the same modern conceptions of the world. From the historical production, the author establishes a set of ten premises referring to the general concept of schools, the intervenient subjects and the operations that are concluded. The modern educational debate is recovered in this process.
educacion; modernity; schools